A Critique of Monetary Educational Incentives for Elementary and Middle School Students in New York City Public Schools

Recently, programs providing elementary and middle school students with monetary incentives for high performance have gained currency. An elementary calculation shows that such programs will either fail to make children learn “better” or fail because they are too expensive to implement widely.

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Jonathan Farley California Institute of TechnologyE-mail AuthorJONATHAN DAVID FARLEY is in the department of mathematics at the California Institute of Technology; he is the co-founder of Axum Educational Solutions. His most recent publications include “Maximal Sublattices of Finite Distributive Lattices. III: A Conjecture from the 1984 Banff Conference on Graphs and Order” and “Distributive Lattices of Small Width, II: A Problem from Stanley's 1986 Text Enumerative Combinatorics.”

Héctor RosarioUniversity of Puerto Rico, Mayagüez CampusE-mail AuthorHECTOR ROSARIO is an associate professor of mathematics at the University of Puerto Rico, Mayagüez Campus. He earned a Ph.D. in mathematics education from Columbia University in 2003. Some of his most recent publications include “Puzzles and Proofs: From Informal to Formal Arguments” and “Kurt Gödel” in Perennial Psychology: A Manual on OIDA Therapy by Swami B.A. Paramadvaiti.